Why do humans and or systems fail? Ignorance, we do not have all the knowledge. The knowledge exists but we do not use it correctly.
How do you get good at what you do? The great seem to have the ability to work through their weaknesses. Being just a slight bit better makes all the difference in the world. –Diligence –Doing it right
Carrot and stick vs. Coaching You cant be successful today by being alone, autonomy does not get you to be great! Its about discipline Its about collaboration Cowboys to Pit Crews
Independent Interdependent Collaboration Turf Protector Active w/ focus Little Buy In ExtraordinaryOrdinary
If we want to be serious about students learning, we need to be serious about our own learning. We need to continually implement with fidelity, seek and accept ideas, help (coaching), and accept criticism. TIGER WOODS DOES!!!!
The Fundamental Attribution Error When looking at our own behavior, we tend to view the situation in the environment that surrounds our action. When looking at the behavior of others, we make assumptions about their personal qualities.
The Effects of Praise Fixed or Growth Cant hand confidence to learners on a silver platter.
We live in a world obsessed with predictability and control, some people believe that if we cant truly measure something it must not matter. We must consider the possibility that if we cant truly measure something, it may be the most important thing.
Pride and Involvement Empowerment Collaboration Idea/Reflection Time Fun Risk Taking Critical Conversations Idea Support Conflict/Tension 10 innovative organizations School of excellence 5 stagnant organizations
1.Technical Challenges 2.Culture Challenges 3.Leading and Lagging Indicators
Teacher – Student Comparisons T – I make learning exciting for my students. 86% S – My teachers make learning fun. 41%
Teacher – Student Comparisons T – I am aware of my students interests outside of school. 84% S – My teachers know my interests outside of school. 28%
A Teachers Story As a middle and high school English teacher, I can say unequivocally that nothing has made me more uncomfortable than having a supervisor sitting in my classroom, scribbling away on his or her legal pad as I teach, said Alexis Wiggins in a thoughtful Education Week article. Sometimes the feedback was helpful, but a very stressful process.
A Teachers Story She tried getting student feedback and learned some lessons –First, end of course feedback wasnt as helpful as mid course feedback –Second, not all students were open with her in the hand written mid course feedback –Third, an aha moment came when her principal asked for feedback on a teacher mentoring program
A Teachers Story She concluded that she would use computer feedback mid term to get student feedback –She was amazed at the feedback she got… concerns about grading, favoritism and reading level of material –I realized that I had been kidding myself all these years, she said. I hadnt been getting truly honest feedback, just slightly honest feedback.
If we want to be serious about students learning, we need to be serious about our own learning. We need to continually seek and accept ideas, help, and criticism. Feedback works. Alexis Wiggins in Education Week, Oct. 20, 2010 (Vol. 30, #8, p. 19)
"Students are the ones that need the best teaching - it's their life, it's their opportunity to be taught at the best level, and they know what kind of teaching works best because they are in the classroom all day every day, five days a week, - Adam Fischer, president, Boston Student Advisory Council The Boston Globe (Boston, MA) | May 6, 2010
Kids know effective teaching when they experience it, - Dr. Ronald Ferguson, Harvard University The New York Times | December 10, 2010
Why student perception data? Ensure that students are engaged in class Assess the conditions that inspire students to learn Inform decisions with data
What it measures? Student perceptions of: oneself in the learning process of the course overall of the teacher and instruction
Relevance I have personal goals for my learning in this class. I see how this class relates to my other classes. I understand how I can apply what I am learning in my everyday life. In this class we discuss issues that are important to me. I believe what I am learning in this class is important for my future. The teacher relates our learning to current events.
Relationships The teacher cares if I am absent from class. The teacher knows my hopes and dreams. The teacher develops positive relationships with students. My ideas and thoughts are valued and respected by the teacher. I respect the teacher. The teacher enjoys working with students. The teacher inspires me to do my best.
iKnow Survey – Quad D I evaluate and improve my work on a regular basis. I have an opportunity to influence my classmates thinking. It is important that I share my knowledge to help others. I am able to communicate what I have learned in relevant ways to different people. I explore issues, events, and problems from different perspectives. This class challenges my thinking. The teacher is willing to learn from the students.
WE Surveys vs. iKnow Big picture/school Summative Curricular Structural How did we do? Classroom/student level Granular Instructional How would I adjust to this data?
4 WE Surveys = 4 Perspectives on Teaching and Learning WE Lead –Coherent Vision, Empowerment, Culture of Learning, School Management, Community Partnerships WE Teach –Rigor, Relevance, Relationships WE Learn Rigor, Relevance, Relationships WE Support –Rigor, Relevance, Relationships
STRUCTURE of the SURVEYS I WE THEY COMPANION INDICATORS
The mission statement promotes high expectations. 30% I understand the importance of our mission statement. 68% Total in Agreement We Lead - Whole Staff Survey
Coherent Vision Total In Agreement Full-Time Dept. Chairs Classroom Teachers Support Staff Staff morale at this school is high. 50%53%50%52% We Lead - Whole Staff Survey
Years working in schools Coherent Vision 1 st year 2-5 years 6-10 years 11-20 years Over 20 Staff morale is high at this school. 69%57%52%48%49% We Lead - Whole Staff Survey
I am expected to make students passing the state test my number one priority. 58% I spend too much time reteaching what students should already know. 48% Total in Agreement We Teach - Instructional Staff Survey
When I graduate from school, I hope I will be prepared for college. 86% Total in Agreement We Learn - Student Survey My teachers make me aware of different career choices. 50%
Teacher – Student Comparisons T – Students can apply what I am teaching to their everyday lives. 92% S – I can apply what I learn to my everyday life. 59%
Each of the three schools administered the We Teach and We Learn surveys to all teachers and students in the fall of 2008. This was truly an ah-ha! moment for the majority of committee members and served to spark meaningful dialog and commitment to positive change prior to planning for change. - Geraldine Sawrey, Assistant Superintendent of School improvement, Cabell County School District